Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
San Jose District
ENRADO BOSE ELEMENTARYSCHOOL
San Jose, Tarlac
S.Y.2013-2014

Construction of Appropriate
Instructional Materials
on Different Learning Areas
Including the Construction of
Strategic Intervention Materials
(SIM)

June 28, 2013

 Opening Program

Seek guidance from our Lord

- Mrs. Jonalyn M. Daliva
Live up to the ideals of the country
- Mrs. Olivia R. Claudio

Attune ourselves for a warm welcome

- Mrs. Milani L. dela Cruz

Come and be recognized

- Mrs. Iam E. Sumaoang

Savor the Orientation

- Mrs. Iam E. Sumaoang

Episode of learning
Construction of appropriate instructional materials on different learning areas
including the construction of Strategic Intervention Materials

Strengthen the new knowledge and skills learned…..( session proper)

Satisfy your minds
Integration of new learnings
Practical Application of the learnings gained

Onwards to the presentation of outputs

Notable closing remarks
Mrs. Iam E. Sumaoang
 Emcee

Construction of Appropriate
Instructional Materials
on Different Learning Areas
Including the Construction of
Strategic Intervention Materials
(SIM)
 INTRODUCTION

The school is the greatest tool available to spread information to others. It is the best
training ground to teach individuals to become agent for change and become productive
members of the society. Yet, schools cannot do without having teachers who wish to bring forth
change and who possesses the necessary human traits, abilities, skills and competence.
Despite the numerous activities that the teacher performs to meet the responsibilities
called for by her different roles, she spends most of her professional time in the classroom
teaching pupils. No doubt teaching is still her paramount activity and responsibility. In the
classroom the teacher leads and guides the pupils so that they may acquire the basic skills,
knowledge, habits and values which are fundamental elements of capabilities for enlightened
daily living. The stimulation, encouragement and direction of the learning activities are the basic
aspects of her role as a teacher.
Teachers are often exposed to two big bodies of knowledge. One body of knowledge is
concerned with basic conceptions of what teaching should be, while the second body of
knowledge is concerned with the characteristics and skills of good teaching. Both bodies of
knowledge should complement each other to produce desired outcomes in instruction.
The teacher’s job is not confined solely to the transmission of knowledge and
information. What is more important is the teacher’s influence in promoting the development of
basic skills, understanding, work habits, desirable attitudes, value judgments and adequate
personal adjustment to the learners. Teaching is effective to the extent that the teacher acts in
ways that are favorable in the development of a desirable personality in the learner.
The teacher is a manager of learning. As such her major responsibility is to promote learning. A
teacher who produces the greatest learning gains accepts responsibility for teaching her pupils.
On the other hand, pupils are capable of learning or condition that the learning experiences
provided then are carefully planned, organized and meaningful. If the pupils do not learn
something for the first time, the teacher teaches it again and adapts instructional materials as
necessary to ensure good learning outcomes. In other words, a teacher’s tasked with the
management of learning should not only be concerned in disposing knowledge but also in
realizing outcomes of her teaching on pupils’ performance. The teacher foremost and paramount
concern in the classroom is the resultant learning of the pupil’s through effective discipline and
classroom management to develop the child into well-rounded personality. The teacher should
think first of the classroom conditions and of her teaching competency which bear a great impact
upon the pupils development.
LITERATURE REVIEW

Elementary school, sometimes called primary school or grade school (Filipino:

paaralang elementarya, sometimes mababang paaralan), is the first part of the educational
system, and it includes the first six years of compulsory education (grades 1-6). These grades are
further grouped (informally) accordingly into: primary level, which includes the first three
grades (grades 1-3), and intermediate level, which includes the last three grades (grades 4-6).

The elementary school education covers a smaller but wider than the junior and senior
high school because of the spiral approach educational technique.

In public schools, the core/major subjects that is introduced starting grade 1 include
mathematics, Filipino, and Makabayan (until grade 3, this subject is synonymous to social
studies, but also incorporate values education and the fundamentals of political science). English
is only introduced after the 2nd semester of grade 1. Science is only introduced starting grade 3.
Heograpiya (geography), kasaysayan (history), and sibika (civics) (abbreviated as HEKASI), is
only introduced starting grade 4 (similar also to social studies but focuses more on the subjects
earlier stated). Minor subjects then include music, arts, physical education, and health
(abbreviated as MAPEH). In private schools, subjects in public schools also include those of the
public schools, with the additional subjects including: computer education and HELE (stands for
home economics and livelihood education; while in Christian schools or in Catholic schools,
religious education. International schools also have their own subjects in their own language and
culture.

From grades 1-3, students will be taught using their mother tongue, meaning the regional
languages of the Philippines will be used in some subjects (except Filipino and English) as a
medium of instruction. It may be incorporated as a separate subject. But from grade 4, Filipino
and English as a medium of instruction will then be used.

On December 2007, Philippine president Gloria Macapagal Arroyo announced that

Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008 but it
didn't come into effect.[29][30]

DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino,
Araling Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English,
Science and Technology, Home Economics and Livelihood Education. [31] Article XIV, Section 7
of the 1987 Philippine constitution mandates that regional languages are the auxiliary official
languages in the regions and shall serve as auxiliary media of instruction therein. [32] As a result,
the language actually used in teaching is often a polyglot of Filipino and English with the
regional language as the foundation, or rarely the local language. Filipino is based on Tagalog, so
in Tagalog areas (including Manila), Filipino is the foundational language used. Philippine
regional languages are used in the provinces in the teaching of Makabayan. International English
language schools use English as the foundational language. Chinese schools add two language
subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or Chinese as the
foundational language. The constitution mandates that Spanish and Arabic shall be promoted on
a voluntary and optional basis. Following on this, a few private schools mainly catering to the
elite include Spanish in their curriculum. Arabic is taught in Islamic schools.[32]

Until 2004, primary students traditionally sat for the National Elementary Achievement
Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It was
intended as a measure of a school's competence, and not as a predictor of student aptitude or
success in Secondary school. Hence, the scores obtained by students in the NEAT were not used
as a basis for their admission into Secondary school. During 2004, when DECS was officially
converted into the Department of Education (DepEd), and also, as a result of some
reorganization, the NEAT was changed to National Achievement Test (NAT) by the Department
of Education (DepEd). Both the public and private elementary schools take this exam to measure
a school's competency. As of 2006, only private schools have entrance examinations for
Secondary school.

The DepEd expects over 13.1 million elementary students to be enrolled in public
elementary schools for school year 2009–2010.[33]

Though elementary schooling is compulsory, latest official figures show 27.82% of

Filipino elementary-aged children either never attend or never complete elementary schooling, [34]
usually due to the absence of any school in their area, education being offered in a language that
is foreign to them, or financial distress. In July 2009 DepEd acted to overcome the foreign
language problem by ordering all elementary schools to move towards mother-tongue based
learning initially. The order allows two alternative three-year bridging plans. Depending on the
bridging plan adopted, the Filipino and English languages are to be phased in as the language of
instruction for other subjects beginning in the third and fourth grades.[35]
References
1. ^ "2013 Budget Message of President Aquino". Official Gazette. 24 July 2012.
Retrieved 13 April 2012.
2. ^ a b c d "21M students troop to schools today". Manila Bulletin. 3 June 2013.
Retrieved 3 June 2013.
3. ^ "K-12 Primer as of 20 December 2011". Department of Education. Archived
from the original on 2012-05-22. Retrieved 28 April 2012.
4. ^ a b Damon L. Woods (2006), The Philippines: a global studies handbook, ABC-
CLIO, p. 140, ISBN 978-1-85109-675-6
5. ^ a b c Country Studies: Philippine Education. Retrieved January 24, 2009.
6. ^ Schumacher, John N. (1997). The Propaganda Movement, 1880-1895: The
Creation of a Filipino Consciousness, the Making of Revolution. Ateneo University Press.
pp. 23. ISBN 978-971-550-209-2.
7. ^ a b the Department of Education of the Philippines
8. ^ Doris D Tulio, Foundations of Education 2, 2nd Ed, National Book Store,
Mandaluyong City, 2008, ISBN 971-08-6866-7 p120
9. ^ Doris D Tulio, Foundations of Education 2, 2nd Ed, National Book Store,
Mandaluyong City, 2008, ISBN 971-08-6866-7 p121
10. ^ Doris D Tulio, Foundations of Education 2, 2nd Ed, National Book Store,
Mandaluyong City, 2008, ISBN 971-08-6866-7 pp121-122
11. ^ Francisco M Zulueta, Elda M Maglaya (2007), Foundations of Education,
Mandaluyong City, National Book Store, ISBN 971-08-6511-0 p160
12. ^ a b 1987 Constitution of the Republic of the Philippines, Chan Robles Law
Library
13. ^ DepEd Communications Unit,Living News and Good Education Jun 1–15, 2009
issue, p4
14. ^ FACT SHEET BASIC EDUCATION STATISTICS (2005-2010), (archived
from the original on 2011-05-11), deped.gov.ph.
15. ^ DepEd Order 74 of 2009 (PDF) (archived from the original on 2012-06-16)
RECCOMENDATIONS

Based from the SLAC Session, new knowledge on how to make intervention
materials and other instructional materials that they can used in order to increase the
learning competencies of their students. And so continuous SLAC session is
recommended to help the teachers be abreast of the latest trends and innovations..
Mrs. Olivia R. Claudio presenting her output.
Mrs. Jonalyn Daliva as she shows her output.
Mrs. Iam E. Sumaoang as she presents her finished output.